You Can't Just Say It Louder!: Differentiated Strategies for Comprehending Nonfiction

by Debby Murphy

Overview

This dynamic book provides the foundation you need to confidently and successfully teach comprehension to a diverse population of students. Filled with innovative, classroom-tested models for differentiating instruction, this professional development resource will leave you feeling empowered, equipped, and excited to implement the strategies! The classroom-tested strategies from acclaimed professional development specialist Debby Murphy and easy-to-read conversational style make this a "must-have" resource for any PreK-12 teacher. The model lessons feature concrete examples with sample texts from award-winning resources.

Product Details

ISBN-13:	9781425805197
Publisher:	Shell Education
Publication date:	11/15/2009
Series:	Professional Resources
Edition description:	First Edition
Pages:	296
Product dimensions:	7.30(w) x 9.20(h) x 0.70(d)
Age Range:	4 - 17 Years

About the Author

Debby Murphy, M.Ed., is an experienced national literacy consultant who provides engaging training for teachers on multiple current literacy topics. Debby worked in public schools for over thirty years as a classroom teacher and district reading specialist, and she has presented on literacy topics in various venues for over 24 years. She was a senior author on former Texas state-adopted kindergarten and pre-kindergarten programs, Springboards to Learning and Beginning Milestones. Debby has also served as a consultant and contributing author for several Teacher Created Materials products.

Table of Contents

Foreword 7

Acknowledgements 11

Introduction 13

Overview of Chapters 14

STAR (Strategic Thinker and Reader) Model Lessons 16

Features of this Book 17

Chapter 1 Constructing a Personal Theory About Learning 19

Considerations from Research 19

The Critical Role of Language in Teaching for Comprehension 21

The Zone of Proximal Development 22

The Gradual Release of Responsibility Model 27

Phases of the Gradual Release of Responsibility Model 29

I Do-Modeled Strategy Use 29

We Do-Shared Strategy Use 29

You Try-Guided Strategy Use 30

You Do-Independent Strategy Use 31

The Importance of Rich Input in Brain-Compatible Instruction 32

Summary 35

Chapter 2 Moving from Strategies to Skills: You Can't Just Say It Louder! 37

Considerations from Research 37

Teaching for a Strategy 39

Moving from a Strategy to a Skill 43

Summary 43

Chapter 3 Differentiation Rules 45

Considerations from Research 45

Content-What Students Learn 46

Content-What Students Learn 46

Process-How Students Learn 54

Summary 55

Chapter 4 Preparing Students to Read with Meaning-Activating Student Thinking Through Text Introductions 59

Considerations from Research 59

A Structure for Planning Before-Reading Activities 62

Book 62

Brain 71

Build 71

Before-Reading Strategies 72

Sketch the Scene 73

Act it Out 78

Models, Artifacts, Primary Sources, Demonstrations and Experiments, and Other Visuals 82

Tiny Texts 84

Concept Chorals 84

Packing Up Word Bags 87

Making "Sense" of It 90

Brain Boxes 92

Summary 96

Chapter 5 Understanding Word Meaning in Texts 97

Considerations from Research 97

The Role of Context 98

The Role of Word Structure101

Activities with Word Parts 101

Word Magician Strategy 103

STAR Model Lessons 105

STAR Model Lesson 1: Word Magician-Cell Phone Agreement 107

STAR Model Lesson 2: Word Magician-A Visit to a Publisher 115

STAR Model Lesson 3: Word Magician-Volcanoes 117

Summary 119

Chapter 6 Using Text Features to Determine Importance, Develop Main Ideas, and Create Text Summaries 121

Considerations from Research 121

Familiarizing Students with the Text Walk Strategy 124

STAR Model Lessons 128

STAR Model Lesson 1: Taking a Text Walk to Preview a Text for Main Ideas 130

STAR Model Lesson 2: Using a Text Walk Puzzle to Preview Text Organizers and Develop a Main Idea Statement 139

Read a Little, Think a Little Strategy 145

STAR Model Lesson 3: Read a Little, Think a Little 148

Using Annotation to Support Read a Little, Think a Little 156

STAR Model Lesson 4: Pluses, Lines, and Stars 158

Summary 167

Chapter 7 Visualizing the Text 169

Considerations from Research 169

STAR Model Lessons 172

STAR Model Lesson 1: Framing a Mind Picture 173

STAR Model Lesson 2: Sketching Mind Pictures 182

STAR Model Lesson 3: Read It, See It 186

Summary 194

Chapter 8 Asking Questions and Making Inferences 195

Considerations from Research 195

STAR Model Lessons 201

STAR Model Lesson 1: On-the-Lines/Between-the-Lines Reading Detectives 202

STAR Model Lesson 2: Tell Me What You See/Tell Me What You Think 212

STAR Model Lesson 3: Think It Through Chart 215

STAR Model Lesson 4: Ask Me 221

Summary 223

Chapter 9 Recognizing Nonfiction Text Structures and Author's Purpose 225

Considerations from Research 225

Knowing About Text Structures 227

Descriptive Text Structure 230

Chronological or Sequenced Text Structure 232

Cause-and-Effect Text Structure 233

Problem-and-Solution Text Structure 235

Proposition-and-Support Text Structure 237

Compare-and-Contrast Text Structure 238

STAR Model Lesson 240

STAR, Model Lesson: Determining a Text Structure 241

A Problem-and-Solution Graphic Organizer 251

A Cause-and-Effect Graphic Organizer 253

Summary 256

Chapter 10 Monitoring Comprehension: The Ongoing Orchestration of Meaning 259

Considerations from Research 259

Learning from a Skilled Reader: The Teacher 262

Knowing How to Deal with Comprehension Confusion 262

Dealing with the "Tricky Parts" 263

Making Connections Between Self and the Text 264

Maintaining Comprehension During Reading 266

Summary 270

Conclusion 273

Appendix 277

References Cited 283

Instructional Resources and Children's Literature 293